La formación sociológica en la Facultad de Derecho y su rol en las reformas sociales del Uruguay de comienzos del siglo XX
Bibliographic record
Abstract
La historiografía latinoamericana sobre el proceso de institucionalización de la sociología ubica hacia los años cincuenta del pasado siglo el momento donde tiene lugar el comienzo de la profesionalización de la disciplina. Desde una perspectiva distinta, el artículo se propone discutir la escasa trascendencia que los estudios habitualmente adjudican a una reflexión teórica que décadas antes ya poseía una notable capacidad de influir en la elaboración de políticas públicas. En esta dirección, se destaca la incidencia que tuvieron los pioneros del pensamiento sociológico en la formación de la clase dirigente que se formaba en las aulas de la Facultad de Derecho y Ciencias Sociales en los inicios de siglo. Autores como A. Comte, H. Spencer, L. Bourgeois y el español Alfredo Posada, hacían parte del debate intelectual de la época y con frecuencia eran utilizados en la elaboración de las tesis requeridas para obtener el título de Doctor en Jurisprudencia y en la redacción de una legislación de avanzada social que caracterizaría al Uruguay durante gran parte del siglo XX. The Latin American historiography on the process of institutionalization of sociology, locates towards the fifties of the last century the moment where the beginning of the professionalization of the discipline takes place. From a different perspective, the article intends to discuss the scant importance that studies usually assign to a theoretical reflection that decades before already had a notable capacity to influence the development of public policies. In this direction, the incidence that the pioneers of sociological thought had in the formation of the ruling class that was formed in the classrooms of the Faculty of Law and Social Sciences at the beginning of the century is highlighted. Authors such as A. Comte, H. Spencer, L. Bourgeois and the Spanish Alfredo Posada, were part of the intellectual debate of the time and were frequently used in the preparation of the theses required to obtain the title of Doctor of Jurisprudence and in the drafting of a socially advanced legislation that would characterize Uruguay for much of the 20th century.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".